PS/Nash From: Christine Quinn RSC/WM

Date: 14/11/2016

Copy: PS/SoS PS/Nick Gibb PS/Perm Sec PS/SpAds Sir David Carter Mela Watts Kate Josephs Anna Barker Nigel Minns Mary Pooley Mark Foley

Press Office (additional copy list at end)

NOTE ON BAVERSTOCK - VIABILITY

Issue

1. This note summarises the issues to be considered in deciding whether Baverstock Academy should be re-brokered or whether it should be closed. Key factors to be considered are costs, viability around pupil numbers and impact the on other local secondary provision.

Summary

2. Baverstock Academy in South went into Special Measures in November 2014. An IAB was quickly put in place to stabilise the Trust while a sponsor was found. Attempts to find a sponsor were without success and in June 2016, the Trust resolved to close the academy. This prompted significant local parental opposition and also opposition from the local MP Steve McCabe and local Councillors, Barry Henley, Mike Leddy, and Eva Phillips.

3. In July 2016, Steve McCabe met with Nick Gibb to raise his concerns over the closure. At that meeting the Minister confirmed that a more detailed cost benefit analysis of the options would be undertaken and considered before any decision was taken by the Secretary of State.

4. Further attempts were made to find a sponsor for the academy but following due diligence, only one sponsor has been willing to consider taking on the Page 1 of 41

Baverstock Academy as part of a rebrokerage package with a number of the schools. Neither nor felt that the Baverstock proposition was a viable one and have confirmed they are unwilling to take the school.

5.

Options and recommendation

6. The key options for Baverstock Academy are:

a. rebroker the academy

b. close the academy

Timing

7. Urgent. The uncertainty around the future is causing unrest in the community. This is encouraging staff to leave and a further fall in pupil numbers, which is impacting on the fragility of the academy and having a ripple effect on the future of local secondary provision. Pupils and parents are currently making school choices for September 2017.

Background

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12. Baverstock Academy went into Special Measures in November 2014. The Head was suspended in November 2015 and disciplinary action started in relation to suspected financial irregularities. The SM judgment also reflected poor results, poor recruitment, poor discipline and attendance and poor quality buildings.

13. Under DfE advice, the Trust established an Interim Academy Board (IAB) while a longer term solution was found. The IAB appointed interim leadership, which has kept the school going, but with no long term improvement strategy. Class size numbers have fallen from around 100 in each year to only about 50 in Y7 this September.

14. DfE held initial discussions with a number of potential sponsors but none were interested due to issues with viability. By June 2016, the Trust had concluded that the only way forward was closure. They proposed this to the RSC. When this became known to the local community there was significant opposition. This included local parents, local Councillors, Birmingham City Council at a political level and the local MP Steve McCabe. He met Nick Gibb in July 2016, who confirmed that a full cost benefit analysis would need to be considered before any decision was taken and that closure would be avoided if at all possible.

Options summary and cost analysis

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Pupil viability

30. Numbers on roll at Baverstock against capacity of 1330 (PAN 240) have been declining historically and more significantly this year due to the uncertainty.

Total numbers on roll 2013 2014 2015 January October

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2016 2016 current Census 905 753 665 662 417

Number of pupils on roll in 2016, broken down by Year Group

Year Group Pupil Numbers Year 7 51 Year 8 84 Year 9 87 Year 10 71 Year 11 116 Year 13 8

Surplus places in the locality – 3-mile radius

33. We have also considered the total number of surplus places within a 3 -mile radius of Baverstock. Based on the 2016 summer census, rolling the pupils numbers forward (i.e. not taking into account new housing or inward migration), the numbers on roll in secondary schools in the area (this includes schools in Solihull and Worcestershire) will drop every year for the next 5 years before beginning to pick up. Based on this analysis, by 2023, they will still be 1,800 pupils fewer than now.

Total pupils (Year 7 - 11) 2016 14,771 2017 14,229 2018 13,683 2019 13,303 2020 12,727 2021 12,322 2022 12,640 2023 12,967

34. This does not take into account new housing or net migration (see other variables/risks section below).

Basic needs assessment for Baverstock’s local planning area, (based on

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2015 SCAP data)

35. Baverstock Academy is located in the Selly Oak secondary planning area which consists of eight secondary schools, including Baverstock. In 2015/16 the Selly Oak planning area had an overall surplus of secondary places of around 17% however the LA is forecasting that this will decrease to around 11% by 2019/20.

36. The table below lists the schools that are located in the Selly Oak planning area, their capacity, number on roll as at May 2015, and the number and percentage of surplus places.

% Surplus surplus School NOR Capacity places places School and Sixth 952 1403 451 32 Form Centre Boys Mathematics 523 600 77 13 and Computing College Dame Elizabeth Cadbury 624 622 0 0 Technology College Selly Park Technology College 682 700 18 3 for Girls 1771 1781 10 1 665 1330 665 50 Kings Norton Girls' School 915 935 20 2 King's Norton Boys' School 697 707 10 1

37. Baverstock had 50% surplus places last May and , which is 4.5 miles away from Baverstock had 32% surplus. The LA is forecasting that the overall pupil numbers in the planning area will increase by 1,456 (24%) between 2015/16 and 2021/22; the year 7 increase will be 261 pupils (20%) during the same period.

38. Although there is an increase in pupil numbers over the next four years, there will still be a significant surplus supply of secondary places within the Baverstock locality by 2020. The table in Annex A (page 15) summarises the surplus places in all schools within a seven mile radius of Baverstock (data source: January 2016 school census). It suggests there are surplus places in good and outstanding schools in the following year groups; 82 in Year 7, 105 in Year 8, 168 in Year 9, 150 in Year 10, and 232 in Year 11.

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Clearance

Sir David Carter; Kate Josephs; Mark Foley; Mike Pettifer

ANNEX A: PLACE PLANNING DATA FOR BAVERSTOCK

Baverstock admissions information

For information: current number on roll in year 7 = 51.

2017/18 applications:

Grand LA Estimate of actual FIRST SECOND THIRD FOURTH FIFTH SIXTH Total September numbers Baverstock 22 15 14 27 23 28 129 50-60

Historic admissions data:

ROUND_CODE FIRST SECOND THIRD FOURTH FIFTH SIXTH Total on time apps SY07Sep2015 54 43 32 20 18 19 186 SY07Sep2016 59 30 27 30 15 14 175

LATE LATE 2 LATE LATE 4 LATE LATE LEA Late Apps 1 3 5 6 placed SY07Sep2015 27 8 6 4 1 1 90 SY07Sep2016 14 4 2 3 0 3 177

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OFFICIAL SENSITIVE

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OFFICIAL SENSITIVE

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OFFICIAL SENSITIVE

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Inspection report: The Baverstock Academy, 4–5 October 2016 Draft and confidential - Not for disclosure or publication

ANNEX F: Draft Ofsted report on Baverstock Academy following 4-5 October inspections

School report The information contained within this draft report should not be shared or published under any circumstances. Ofsted will consider the sharing of information in any manner a serious breach of confidentiality and will take appropriate action if necessary

The Baverstock Academy

501 Bells Lane, Druids Heath, Birmingham, West Midlands, B14 5TL

Inspection dates 4–5 October 2016

Overall effectiveness Inadequate

Effectiveness of leadership and management Inadequate

Quality of teaching, learning and assessment Inadequate

Personal development, behaviour and welfare Inadequate

Outcomes for pupils Inadequate

16 to 19 study programmes Inadequate

Overall effectiveness at previous inspection Inadequate

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Inspection report: The Baverstock Academy, 4–5 October 2016 Draft and confidential - Not for disclosure or publication

Summary of key findings for parents and pupils

This is an inadequate school  Pupils conduct themselves well around school.  The school is not financially sustainable. The  Disadvantaged pupils, including the most able lack of a sponsor and a significant fall in the disadvantaged, and pupils who have special number of pupils on roll means the school has educational needs and/or disabilities are doing no capacity to continue in its current state. particularly badly. Under its financial restraints all additional funds, including the pupil premium, are being spent to  The quality of teaching and learning is poor. offset the academy’s mounting debts. Many teachers have left. Increasingly gaps are filled by cover staff. Teachers offer little or no  Changes to leadership and governance have challenge or support to the most-able pupils, failed to stem the rapid deterioration in the including those who are disadvantaged, pupils quality of education provided. Staff morale is at who have special educational needs (SEN) rock bottom and there is no shared vision. and/or disabilities and pupils learning English  The building is in a state of disrepair. as an additional language.  Governance arrangements are ineffective. The  Behaviour in lessons has rapidly deteriorated interim academy board cannot carry out its role as the quality of teaching has declined. to provide strategic direction for the school. Behaviour management policies are inconsistently applied by teachers in lessons.  Outcomes at GCSE, including in English and mathematics, are very low and in further  The rate of attendance has significantly fallen decline. They fell again in the most recent for all pupils and is exceptionally low for pupils examinations. Pupils have not made enough who speak English as an additional language. progress from their starting points.  Outcomes are low at A and AS level in the sixth form. Few students stayed on into Year 13.

The school has the following strengths

 Safeguarding arrangements are rigorous.  Outcomes for students in the sixth form on Pupils report that they feel safe in school where vocational courses were high last year. they say bullying is rare. Pastoral care is strong.  Provision in physical education (PE) and computing is good.

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Inspection report: The Baverstock Academy, 4–5 October 2016 Draft and confidential - Not for disclosure or publication

Full report

In accordance with section 44(1) of the Education Act 2005, Her Majesty's Chief Inspector is of the opinion that this school requires special measures because it is failing to give its pupils an acceptable standard of education and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement in the school.

What does the school need to do to improve further?

 With urgency, leaders need to work with the relevant agencies to ensure that a permanent structural solution is found for the school in order to: – secure the financial future for the school – take the strategic decisions concerning the future leadership and governance arrangements of the school – ensure there is effective leadership at all levels including for each subject taught and for special educational needs, English as an additional language, most able and disadvantaged pupils – appoint high quality and well-trained teaching and support staff – refurbish the building.  Improve the quality of teaching and learning by ensuring: – teachers’ planning takes account of pupils’ starting points and previous learning – activities engage and stimulate pupils’ interest and are relevant to their needs – teachers are well trained to provide appropriate challenge for most-able pupils (including those who are also disadvantaged) and meet the needs of pupils who have special educational needs and/or disabilities and those who are learning English as an additional language – teachers apply the behaviour policy in lessons rigorously, fairly and consistently.  Raise outcomes for all pupils, including those who are most able, disadvantaged, have special educational needs and/or disabilities, or speak English as an additional language by ensuring leaders at all levels:

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Inspection report: The Baverstock Academy, 4–5 October 2016 Draft and confidential - Not for disclosure or publication

– are united in their drive and ambition to raise standards for pupils in the main school and students in the sixth form – set high expectations of teachers and pupils in order to create a positive ethos for learning in lessons – hold teachers more closely to account for outcomes for different groups of pupils – spend additional funding appropriately and target it effectively at those for whom it is intended – promote regular attendance for pupils effectively especially for those who are learning English as an additional language.

An external review of governance and an external review of the academy’s use of the pupil premium should be undertaken in order to assess how these aspects of leadership and management may be improved.

Inspection judgements

Effectiveness of leadership and management

Inadequate

 Leaders have been unable to arrest the decline in outcomes, teaching and behaviour that have continued since the school was last inspected. In his brutally honest report to the interim academy board the recently- appointed interim executive principal was under no illusions about the weaknesses of the school and the challenges it faces.  Both the previous and current interim executive principal and governors have been unable to take the long term strategic decisions required. This is because of the uncertainty caused by the failure to secure a sponsor for the school, the unresolved ongoing absence of the principal, the growing financial debt and the current restrictions to the spending of public money because of previous financial mismanagement. Leaders have been fire- fighting to ensure that the school remains open and that staff are paid. There is no capacity to improve.  A number of subject leaders and teachers have left and many of those who remain are demoralised and looking to their future elsewhere. Senior leaders are not united in ambition and purpose to raise standards and have differing views of the future direction of the school. Expectations of teachers are low.

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Inspection report: The Baverstock Academy, 4–5 October 2016 Draft and confidential - Not for disclosure or publication

 The building is in a dilapidated condition and in urgent need of repair. It has suffered from a chronic lack of investment for some considerable time, despite its conversion to academy status in 2013. It is a poor environment in which to promote a positive ethos for learning.  Senior and middle leaders’ monitoring of pupils’ progress has been ineffective in ensuring pupils do as well as they can from their starting points. Targets for pupils’ outcomes have been inaccurate in a wide range of subjects resulting in unrealistic expectations. Teachers are not sufficiently held to account for outcomes for different groups of pupils in their classes.  Senior and middle leaders have an overgenerous view of the quality of teaching. In addition, they do not consistently give accurate feedback so that teachers know how they can improve.  Subject leaders, particularly in mathematics, science and English, have been distracted too often in setting work for supply and cover teachers. In some instances they have had to take on additional classes themselves at the expense of carrying out their strategic role to monitor teaching.  The school does not meet its statutory requirement to have a pupil premium strategy in place by September 2016. Funding intended for specific pupils or groups of pupils, including the pupil premium and Year 7 catch up literacy and numeracy funding and SEN support funding, has been diverted to prop up the overall budget. Consequently, pupils are not getting the additional support and provision to which they are entitled and their outcomes are inadequate.  The narrowing curriculum and inadequate teaching means there is a lack of challenge for the most able pupils, including those who are disadvantaged. There are isolated examples of pupils and former pupils who have gone on to succeed against the odds and a small proportion have achieved the highest possible grades, but in too many instances they are left treading water, unchallenged and bored by easy learning.  The range of extracurricular opportunities is limited although there are additional activities in art, PE and music. No pupils receive instrumental lessons in music although there are opportunities to be part of a band. The all-weather pitch is used extensively for sport by pupils from 8.00 am onwards every day and contributes to the effectiveness of PE provision in school.  Careers advice is limited in its effectiveness. Older pupils reported that in their view it is not strong. There are few choices for them. If they join school late in key stage 4 they cannot necessarily get their chosen subject options in Year 10 and 11. If these options are full they may be placed against their will in unfamiliar, unpopular or more difficult subjects where there is space and where they may have little chance of achieving.

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Inspection report: The Baverstock Academy, 4–5 October 2016 Draft and confidential - Not for disclosure or publication

 Some most-able pupils reported they were prevented from taking option choices at GCSE such as dance, which were perceived by their teachers as too easy for them, even when they needed the subject for their intended career choice or where they had a passionate interest in the subject.  Other pupils’ life chances have been reduced by the removal of some vocational courses altogether. The curriculum has been narrowed to a more academic-only focus on courses and subjects that will count towards the school’s progress-measure indicator. This is impacting adversely on pupils’ development and progress.  Leadership of special educational needs (SEN) is inadequate. The school does not meet its statutory duties to have an up-to-date policy and a separate SEN information report in place. Support plans for pupils are ineffective and do not have review dates. There is no record of outside agency involvement. Staffing resources to support targeted pupils are insufficient and there is a lack of training for teachers. Progress of pupils who have special educational needs and/or disabilities is well below national expectations.  There is a lack of specialist provision to lead the school’s work in improving outcomes for pupils learning English as an additional language. Teachers are insufficiently trained to meet the needs of either new arrivals or more advanced bilingual learners.  Performance management systems for teachers and additional adults are underdeveloped. Some leaders are not clear who has responsibility for the performance of additional support staff who are attached to subject departments.  The school has liaised closely with representatives from the ‘Save Baverstock’ campaign, some of whom are parents. Campaigners have welcomed the engagement and openness of the current interim executive principal. Parents have been keen to fundraise to support the school. Attempts to engage with parents on improving attendance have failed to stem the continued decline in the proportion of pupils who attend regularly.  An interpreter has been recruited by the school in to order to foster relationships with Eastern European parents. The school has now stopped trying to actively recruit new arrivals to the UK who live outside of the school’s catchment area. Although its number on roll is falling, the school recognises that it is does not have the resources or expertise to meet the needs of new arrivals and that the costs of travel across the city place an unreasonable additional financial burden on parents.  Baverstock had begun to re-engage with the Birmingham Education Partnership under the leadership of the previous interim executive principal but it has been restrained by its financial resources from developing this

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Inspection report: The Baverstock Academy, 4–5 October 2016 Draft and confidential - Not for disclosure or publication

further. External support, therefore, remains at an early stage of development. There are plans for training with local successful schools on progress and attainment, differentiation, sharing practice, and diminishing differences for groups. There are also plans to work with a Liverpool school on the curriculum.  Pastoral leadership and support for pupils who are potentially at risk is a strength of the school. Leaders’ work on knife crime and cyberbullying through assemblies and the curriculum, for example, have ensured that Baverstock is a safe haven for pupils.  The school has an effective programme in place to promote British values through assemblies and curriculum subjects and curriculum ‘drop down’ days. Year 11 pupils have visited their local MP as part of their citizenship programme to raise their awareness of democracy and the rule of law.  The promotion of pupils’ spiritual, moral, social and cultural development has a number of strengths including opportunities to celebrate festivals and consideration of ethical issues through the curriculum. However, leaders’ monitoring of how well tutors promote these aspects in form time has been limited.  Inspectors strongly recommend that the academy should not seek to appoint newly qualified teachers.

Governance of the school

 The interim academy board (IAB) has been constrained from taking the strategic decisions required by its financial situation, the lack of a decision over a sponsor and by its ties to the Learn, Engage, Achieve, Progress (LEAP) Academy Trust which is still the decision making body within the school. Members of the board are highly skilled, experienced and dedicated but ultimately powerless and lacking the authority, which rests with the trust. They recognise the school is not viable in its current state. According the chair, ‘it is like trying to do emergency surgery with a first aid kit’. – Relationships between the IAB and the trust are fraught and lines of responsibility are not clear. Although the IAB anticipated it would have full delegated powers concerning almost all aspects of the strategic direction of the school, in practice this has not happened as it is a sub- committee of the trust. – Governors are aware they are not meeting their requirements regarding additional funding such as pupil premium and catch up premium but are under financial pressure to address the school’s deficit.

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Inspection report: The Baverstock Academy, 4–5 October 2016 Draft and confidential - Not for disclosure or publication

– Governors have not fulfilled their duties effectively to ensure there is effective performance management of staff. – Governors have not checked that whether the school is meeting its statutory requirements on what academies should publish on their website. – The trust has not resolved the issue of the ongoing absence of the principal. – Governors ensure that the school is meeting its safeguarding requirements.

Safeguarding

 The arrangements for safeguarding are effective. Well-trained leaders carry out their role conscientiously and thoroughly. They promote a culture of safeguarding by ensuring all staff at all levels are well trained, updated and know what do in potential situations of risks. Case studies show where the school has acted appropriately to respond to isolated incidences of reported political or religious extremism, radicalisation or inappropriate behaviour. Despite the low-level disruptive behaviour seen too often in the classroom pupils reported that they feel safe and secure. They said there was hardly any bullying in school.

Quality of teaching, learning and assessment

Inadequate

 Lessons are too often poorly planned and take little or no account of pupils’ starting points or previous learning. This leads to all pupils receiving the same level of work and does not go on to build extensions for the most able or reinforcement for those who do not fully understand.  Most able disadvantaged pupils are not receiving an appropriate level of challenge. The lack of funds for additional materials means they go without the key resources they need to support their learning. Work in many higher ability sets, including in mathematics and science, is too easy for them. In too many lessons, pupils with considerable knowledge of the topic are set the same level of work as others who have little previous knowledge of the lesson content.  Pupils become disengaged by the lack of challenge or because they do not understand the work. Boring lessons where the same menial task is rehearsed over and over again also lead to pupils switching off.  Pupils have continued to complain about the volume of cover teaching as well as the quality. They were also concerned about the variable quality of Page 30 of 41

Inspection report: The Baverstock Academy, 4–5 October 2016 Draft and confidential - Not for disclosure or publication

regular teaching, especially teachers’ inconsistency in applying the behaviour policy. At the time of the inspection visit there were six supply teachers in English and mathematics alone.  Teachers have little understanding or training to meet the needs of pupils who have special educational needs and/or disabilities. There are support plans in place for the pupils but there is little evidence that they are used effectively, monitored or reviewed. Many pupils do not receive the additional support to which they are entitled as the money has been spent on trying to reduce the school’s budget deficit.  Occasionally, there is a teaching assistant on hand to help pupils when they are struggling with work or have become demotivated. Where there is additional support for most able pupils it is not deployed effectively by teachers.  There are no effective strategies to support pupils learning English as an additional language. Where pupils are placed disproportionately together in lower sets, teaching is routinely at its weakest and there are few opportunities to hear good spoken English by other pupils.  Expectations of behaviour are not high enough. Teachers accept calling out too readily and allow inappropriate, over-familiar comments to be shouted out as well. By not challenging incidents of low-level disruption quickly enough these are allowed to persist and interrupt the learning of others.  In too many lessons one or two boys rule the roost and are allowed to answer the questions while others waiting patiently with their hands up are ignored. At times, teachers disregard or do not hear derogatory language spoken to them or to other pupils.  Teachers do not use the behaviour code fairly or consistently or they take too long to apply it. Some pupils are allowed to get away with unacceptable behaviour while others, who are more compliant, are picked up for more minor offences, such as daydreaming or fiddling with a pen.  Teachers’ subject knowledge is highly variable. Mathematics and science departments have struggled to recruit specialist teachers and there are no specialist history teachers on the staff.  Teachers’ targets for pupils are unrealistically high. Too many pupils have A and A* targets for GCSE which they have little prospect of achieving.  There is some evidence in pupils’ books of the positive impact of the marking policy. In mathematics, for example, pupils respond to written feedback.  Pupils want to learn. In isolated examples seen in music, computing, English and throughout PE they thrive when they are set appropriately challenging and relevant work. In discussions with pupils they said how

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Inspection report: The Baverstock Academy, 4–5 October 2016 Draft and confidential - Not for disclosure or publication

they want to do well but are dissatisfied with ineffective teaching and the endless number of supply and cover lessons.

Personal development, behaviour and welfare

Inadequate

Personal development and welfare  The school's work to promote pupils' personal development and welfare is inadequate. Most pupils lack confidence to speak up in lessons and those who do are typically over familiar with teachers. Girls and pupils from minority ethnic groups are more reticent to contribute to discussions.  Work in pupils’ books is invariably scruffy and unfinished and indicates that pupils have become disengaged and lack resilience. The previous interim executive principal took on the challenge of improving pupils’ appearance by setting higher expectations of dress and conduct. This was met with some resistance by older pupils and parents.  Pupils expressed negative views about their learning because they are dissatisfied with the quality of education they receive. Pupils have become disengaged and responded by either taking part in low-level disruption or voting with their feet and not attending school regularly.  Pupils spoken to said that careers advice was limited especially in key stage 4 and in the sixth form.  Pupils from a range of different backgrounds reported that they felt safe and secure in school and that bullying and name calling were rare. A group of pupils from Romania learning English as an additional language said they were happy and well settled in school. There had been a few instances of some pupils saying ‘Romanians go home’ during and after the recent European Union (EU) referendum, which they had ignored. They said, however, that they were confident in reporting incidents to their form tutor if anything upset them or they were worried.  There are still instances where pupils learning English as an additional language are separate from other learners in lessons. Relationships between new arrivals and other pupils have improved but are still limited.  Pupils have the opportunity to be involved in fund-raising and they support the local community through an annual dinner for local elderly residents. Pupils can enter GCSE if there is an examination in their home language or another language they know well.  Pupils’ health and welfare is promoted well. There have been no teenage pregnancies in recent years.

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Inspection report: The Baverstock Academy, 4–5 October 2016 Draft and confidential - Not for disclosure or publication

Behaviour  The behaviour of pupils is inadequate. Low-level disruption is a feature of too many lessons, ranging from some, where the whole class takes part in calling out, talking across the teacher and making silly noises, to others where the behaviour of a small minority of mostly boys is allowed to disrupt the learning of others. This includes some classes in mathematics and science containing the most able pupils.  Pupils who have become bored with the lesson or find the work pitched at the wrong level of challenge switch off and start to interrupt other learners. Most incidents in the classroom are low-level but when unchecked are allowed to accelerate. In some lessons where there is a lack of challenge some pupils respond by becoming quiet and passive, particularly girls.  Occasionally, there are more serious incidents such as abusive or discriminatory language which teachers do not consistently challenge. At times staff and pupils are over-familiar with each other. Staff accept cheeky comments from pupils which show a lack of respect for them and others. Although many of the comments are good-natured sometimes they are derogatory.  Pupils complained that the revised behaviour policy is not consistently applied by teachers and is therefore ineffective. Pupils’ behaviour can be very different, depending on the teacher or subject and how well behaviour is managed. They reported behaviour to be good in PE, poor in geography, languages and mathematics and mixed in English and science. This was in line with inspectors’ observations in lessons. Pupils also reported instances of supply staff not applying the policy well.  Rates of fixed and permanent exclusions have been low, in a large part due to the schools’ use of an on-site centre (LEAP provision) as an alternative to exclusion. Now this has been disbanded.  The rate of attendance has significantly fallen for all pupils and has been well below average for some time. It is exceptionally low for the one in four pupils in school who speak English is an additional language. Families from across Birmingham, whose children were at the early stage of learning English were enticed with offers of free transport and uniform and ‘specialist provision.’ This was not sustainable financially and so was withdrawn, as was the ‘specialist provision,’ because of its poor quality. It is now a struggle for these families to get their children to school because of the cost, time and distance of travel. In addition, they have found it difficult to secure places in schools which are nearer to where they live.  The attendance rate is also low for the majority of pupils whose first language is English and who live locally. The uncertain future of the future of the school has had an impact on their attendance as has the declining

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Inspection report: The Baverstock Academy, 4–5 October 2016 Draft and confidential - Not for disclosure or publication

quality of the education provided. There is no prospect of attendance improving under the current circumstances.  Outside of the classroom there is a calm atmosphere in corridors, on the playground and around school. No incidents of misbehaviour were seen during the inspection during break times and pupils reported that this was typical. Pupils have responded well to the ‘walk on the left’ rule in corridors.  In the minority of lessons where teachers manage behaviour well, including lessons seen in English, PE, computing and music, pupils are engaged and enthused. They are motivated by well-planned relevant activities that stimulate their interest.

Outcomes for pupils

Inadequate

 Pupils are not making enough progress during their time in school. Given their starting points from when they joined in Year 7 they fell well short of expectations at GCSE in the most recent examinations. According to the school’s own analysis the most recent Year 11 cohort joined from primary school with the potential to achieve an average C- grade at GCSE. They left school in 2016 with an average E+ grade.  The proportion of pupils making expected or more than expected progress from the end of key stage 2 to the end of Year 11 was very low overall, and exceptionally low in mathematics.  Progress of pupils from Key Stage 2 to 4 across a range of subjects including English, mathematics, science, languages and humanities has been very low for the past three years, as it has for most pupil groups. Consequently, pupils are not well-prepared for the next stage in their education, training or employment.  Learning in lessons is too frequently hampered by planning that it is not pitched at the right level. Persistent low-level disruption distracts other pupils and stops them from doing their work.  The proportion of pupils achieving five or more A* to C grades including English and mathematics was very low in 2016 and continued a four year declining trend. Most projections in departments were over-inflated but were not as wide of the mark as they were in 2015. Pupils’ target grades take little account of how well they are doing now.  Outcomes in English and science are not as low as they are in mathematics as a result of relatively more strengths in teaching. However, standards and rates of progress are still well below average. Outcomes in a range of other subjects including languages and humanities are also poor

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Inspection report: The Baverstock Academy, 4–5 October 2016 Draft and confidential - Not for disclosure or publication

although they are better in business studies, computing, PE and design and technology.  Disadvantaged pupils, the most able (including those who are disadvantaged), pupils learning English as an additional language and those who have special educational needs and/or disabilities have not made enough progress. The difference in outcomes for disadvantaged pupils compared to other pupils nationally, far from diminishing, is widening. The pupil premium is not used to support them; teachers do not plan well for their needs in lessons and there are a lack of resources to support their learning. There is also no additional support for those pupils who need to catch up as additional catch up funding is used to offset the deficit.  A very small group of most able pupils in mathematics in Year 11, with the potential to gain A* or A grades at GCSE, were successfully targeted for additional specialist support. In other subjects, such as science, most able pupils did not do very well in achieving the highest possible grades.  Pupils currently in Year 11 are set to achieve better, although still very low, outcomes at GCSE compared to 2016, according to the school’s projected targets. However, work seen in pupils’ books indicate that too many pupils are working well below the grade they are expected to achieve. There were large disparities between projected targets and outcomes in 2016 in many subjects but especially in core science, child development and engineering.

16 to 19 study programmes

Inadequate

 The requirements of the 16-19 study programmes are not met. Too many students did poorly in their examinations at end of Years 12 and 13. This was in part due to a mismatch between students’ suitability for the courses. Examination results were low in A and AS grades with a high proportion in Year 12 achieving the lowest U grades. Students spoken to said there had been little advice and guidance on the suitability of courses given their starting points.  Few students moved on from Year 12 into Year 13, either because of poor results or due to uncertainty over the future of the school. The rate of students’ retention therefore is exceptionally low.  In addition to students dropping out of unsuitably-matched courses the largest factor has been students seeking alternative placements. This is as a result of the announcements in 2016, firstly that the sixth form would be closing and then, more recently, the consultation on closing the whole Page 35 of 41

Inspection report: The Baverstock Academy, 4–5 October 2016 Draft and confidential - Not for disclosure or publication

school. There were 17 students who left at the end of Year 12 and just 8 who stayed on into Year 13.  There is no effective leadership of the sixth form and no detailed analysis was available on the progress pupils made last year in Year 13 or the proportion achieving A* to B grades.  Pupils have weak English and mathematical skills which impedes them from achieving higher outcomes. They lack confidence in discussions with teachers.  Despite the ethnic diversity of the main school population, few minority ethnic pupils have entered the sixth form in recent years.  There is little on offer to students beyond the courses they are studying. There is a pastoral session first thing in the morning but little in the way of extracurricular activity or opportunities that would foster students’ personal development and well-being. There are few clubs and limited opportunities to contribute to the wider life of the school. Students have received sessions on alcohol abuse and finances. A session on university and college applications is planned but students reported they have received little careers guidance.  Some students have been on work experience but it is largely dependent on the courses they are following. For those doing health and social care it is a requirement.  Students do not have enough resources in lessons due to the funding shortfall.  Teaching over time in sixth form has been variable with strong outcomes in vocational courses compared to lower outcomes on academic courses. Overall it is inadequate. Senior leaders are having to plug gaps where there is a shortage of specialist teachers, for example in history.  All students’ destinations from last year have been tracked and all students bar one are in education, employment or self-employment.  Safeguarding arrangements are effective as they are in the rest of the school.  In Year 13 last year students had a 100% success rate in passing vocational courses.  Attitudes to learning in sixth form are stronger than in the rest of the school. Classes are exceptionally small and there are no disruptions to learning.

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Inspection report: The Baverstock Academy, 4–5 October 2016 Draft and confidential - Not for disclosure or publication

School details

Unique reference number 139738

Local authority Birmingham

Inspection number 10019978

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Academy converter School category Secondary Age range of pupils 11 to 18

Gender of pupils Mixed

Gender of pupils in 16 to 19 study Mixed programmes Number of pupils on the school roll 460

Appropriate authority Interim Academy Board

Chair Paul Ashdown

Interim Executive Principal Peter Cox

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Information about this school

 Baverstock is much smaller than the average-sized secondary school. The number on roll has declined by 200 since the last inspection in 2014 when the school was placed in special measures. The number of students on roll in the sixth form has fallen from two years ago when there were 79 to eight this year. There are 41 pupils on roll in Year 7. Baverstock has 450 fewer pupils since it converted to become a stand-alone academy school in June 2013.  The proportion of pupils who have special educational needs and/or disabilities is about 1 in 7 which is broadly average. The percentage of pupils with a statement of special educational need or education, health and care plan is below average.  The proportion of pupils from minority ethnic groups and who speak English as their first language is above average. This includes a number of pupils who are new to English from EU accession countries such as Poland and Romania.  The proportion of pupils known to be eligible for pupil premium funding is well above the national average. Two out of three pupils in school are eligible for free school meals.  The proportion of pupils who leave the school mid-way through a key stage is exceptionally high and rising as a result of the school’s recent consultation on closure in June 2016.  The principal, who was in in post at the time of the last inspection, has been absent since October 2015. An interim executive principal was appointed from December 2015 and left in June 2016. The current interim executive principal has been in post since then and is in school on average three days a week.  An interim academy board (IAB) was established with a new chair in January 2016 to replace the governing body. The chair of the previous governing body remained as chair of the LEAP Academy Trust. The chair of the IAB resigned in May 2016 to be replaced by the current IAB chair.  The school was issued with a financial notice to improve by the Education Funding Agency in October 2015. Following this the school announced in 2016 that the sixth form would be closing as part of cost-cutting measures. Year 13 has remained open until 2017 to enable students to complete their courses.  Parents were consulted in June 2016 on the possible closure of the school but this was put on hold in September 2016 at the request of the Regional Schools Commissioner and the DfE as further efforts were made to find a sponsor.  A number of senior leaders, heads of department and teachers have left since the last inspection. Two senior leaders are currently on secondment, as is the head of mathematics who has not been replaced. A numbers of Page 38 of 41

Inspection report: The Baverstock Academy, 4–5 October 2016 Draft and confidential - Not for disclosure or publication

other heads of department and teachers are due to leave at Christmas. A number of subjects including geography and history do not have a head of department and are being overseen by senior leaders.  There is a high number of temporary and cover staff in post.  There are no pupils in alternative provision.  At the time of the last inspection the school ran an on-site centre called LEAP for pupils at risk of exclusion or who had attendance issues. It also ran a centre seven miles away from the school, entitled Baverstock in the City (BIC) for new arrivals, mainly from Eastern Europe, who were at an early stage of learning English as an additional language. It actively recruited such pupils from across Birmingham. Both centres were rapidly disbanded shortly after the arrival of the previous interim executive principal and in response to the last inspection report and subsequent special measures monitoring visits.  Based on their 2015 results, the school does not meet the government’s floor standards. These are the minimum standards expected for pupils’ learning and progress in English and mathematics.  The school does not comply with DfE guidance on what academies should publish on their website about examination results, the curriculum, pupil premium funding, Year 7 literacy and numeracy catch up funding, special educational needs, accessibility plans for disabled pupils, and up to date details of governance arrangements and duties.

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Inspection report: The Baverstock Academy, 4–5 October 2016 Draft and confidential - Not for disclosure or publication

Information about this inspection

 Inspectors observed 27 lessons or parts of lessons, of which five were jointly observed with senior leaders. In addition, inspectors made a number of other short visits to lessons and other activities, for example to look at pupils’ books, talk to pupils, and observe an assembly.  Inspectors heard pupils read during lessons.  Inspectors held meetings with the interim executive principal, other leaders, other members of staff and three groups of pupils. The lead inspector spoke to the chair of the interim academy board by telephone as well as the chair of ‘Save Baverstock’. The chair of the LEAP academy trust was unavailable, as were representatives from Ninestiles Academy and Birmingham Education Partnership.  There were too few responses to the online questionnaire, Parent View, and Parent View freetext responses to enable inspectors to take account of parents’ views.  Inspectors observed the school’s work and scrutinised a number of documents, including the interim executive principal’s report to the IAB, improvement plans and school information on pupils’ recent attainment and progress.  Inspectors also considered behaviour and attendance information, policies and procedures including special educational needs, pupil premium, and Year 7 catch up funding, safeguarding, child protection and behaviour.

Inspection team

Mark Sims, Lead inspector Her Majesty's Inspector

Bernice Castling Ofsted Inspector Graeme Rudland Ofsted Inspector

Philip Hamilton Ofsted Inspector

Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Raising concerns and making a complaint about Ofsted', which is available from Ofsted's website: www.gov.uk/government/publications/complaints-about- ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email [email protected].

In the report, 'disadvantaged pupils' refers to those pupils who attract government pupil premium funding:

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pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. www.gov.uk/pupil-premium-information-for- schools-andalternative-provision-settings.

You can use Parent View to give Ofsted your opinion on your child's school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.gov.uk/government/organisations/ofsted.

The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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